1. Chapter Five: Management-Oriented Evaluation Approaches Presented by: Iva Angelova & Larry Weas ETR 531 Program Evaluation Northern Illinois University Education, Technology & Research

3. The CIPP Evaluation Model (Stufflebeam , 1971) Context Evaluation Planning Decisions Input Evaluation Structuring Decisions Process Evaluation Implementing Decisions Product Evaluation Recycling Decisions

12. The UCLA Evaluation Model (Alkin, 1969) Systems Assessment (C) UCLA Evaluation Model compared to CIPP Program Planning (I) Program Implementation To assist in the selection of particular programs likely to be effective in meeting specific education needs Program Improvement (P) Program Certification (P) To provide information about whether a program was introduced to the appropriate group in manner intended To provide information about how a program in functioning, whether interim objective are being achieved, and whether unanticipated outcomes are appearing To provide information about the value of the program and its potential for use elsewhere To provide information about the state of the system

15. Guides produces using the CIPP Model CONTEXT Evaluation INPUT Evaluation PROCESS Evaluation PRODUCT Evaluation Shufflebeam, (1977) advanced the procedure for conducting a context evaluation with his guidelines for designing a needs assessment for an educational program or activity. Reinhard (1972) developed a guide for use in input evaluation called the advocate team technique . It is used when acceptable alternatives for designing a new program are not available or obvious. Cronbach, (1963) proposed procedures which provided useful suggestions for the conduct of process evaluation. Techniques discussed in Chapter 6 provide information useful in conducting product evaluation.

16. Management-Oriented Evaluation Approach Used Record of attainment and recycling decisions Guidance for termination, continuation, modification, or installation P roduct Record of actual process Guidance for implementation P rocess Record of choice strategy and design and reason for their choice over other alternatives Guidance for choice or program strategy: input for specification of procedural design I nput Record of objectives and bases for their choice along with a record of needs, opportunities, and problems Guidance for choice of objectives and assignment of priorities C ontext Accountability (Summative Evaluation) Decision Making (Formative Orientation)